5. Whether the Kindergarten is to be maintained apart, as an institution sui generis, or whether it is to lose its identity by the absorption of its spirit into the primary school, is a question for the future. Probably the latter result will follow.
6. The misuse of a good thought is seen in the attempt of the Père Girard to give a distinct moral value to every school exercise. It is the verdict of experience that the moral value of science is greatest when it is taught simply as science, and that the direct teaching of ethics should be conducted on an independent basis.]
FOOTNOTES:
[222] Comment Gertrude instruit ses enfants, translated by Darin, p. 204.
[223] See the Aphorisms published by Frœbel in 1821.
[224] See the French translation by Madame de Crombrugghe, Paris, 1881. Also, the English translation by Josephine Jarvis, New York, 1885.
[225] Consequently it is wrong to take Frœbel’s expression in the sense that he wished to establish by the side of each school a garden, a lawn planted with trees and adorned with flower-beds. See Gréard, L’instruction primaire à Paris, 1877, p. 73.
[226] The disciples of Frœbel have modified in different manners his system of gifts. See, for example, the Jardin d’enfants, by Goldammer, French translation by Louis Fournier, 1877.
[227] See on Diesterweg the article by Pécaut, in the Dictionnaire de Pédagogie.
[228] De l’éducation publique. Paris, 1833, p. 158. Naville (1784-1846) founded in 1817, at Vernier, near Geneva, an institute where he applied with success the educative method of the Père Girard.